Level One Speaking and Listening Project 2019. 12. 5.آ 4 Speaking and Listening Teaching Tasks...
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Transcript of Level One Speaking and Listening Project 2019. 12. 5.آ 4 Speaking and Listening Teaching Tasks...
Level One Speaking and Listening Project Activities to explicitly target oral language within the classroom
Completed by DEECD Speech Pathologists 2010
Compiled by: - Lauren Brett - Timothy Gesell - Marg Hauser - Ros Herrera - Zoe Lowe - Kim Payne - Wendy-Mae Rapson - Lauren Reardon - Rosie Roberts - Tracey Rowe - Ellyn Thake - Amy Wielgosz
Gippsland Region DEECD Speech Pathology Team members, 2010
Table of Contents
Table of Contents 3 Introduction to resource 4
Flowchart of Speaking and Listening areas 6
Listening to a story 8
Story Retell 10
Generating a Story 12
Picture Sequence 14
Travelling Ted 22
Barrier Games 24
Picture Chats 28
Object Box 30
Physical Activity 33
Movement Sequences: Simon Says 34
Origami: “Fold it up” 36
“Colour it in” 39
Appendix A: Speaking and Listening Level One – Examples of statements for rubrics
Appendix B: Speaking and Listening Level One – Child-friendly rubric
Appendix C: WALT and WILF handouts 43
Appendix D: Bloom’s Taxonomy 45
Appendix E: Ability To Respond To Questions (Marion Blank) 46
Speaking and Listening Teaching Tasks Speaking and Listening are part of each and every moment of teaching. We cannot teach without language – it is the tool of instruction. As teachers, we need to make „Speaking and Listening‟ explicit for all students – just as they know they are „working on remembering times tables‟ they need to know they are „practising their speaking and listening skills‟. The Victorian Essential Learning Standards learning focus statements outline the learning that students need to focus on at each level for each curriculum domain strand. For each area, assessment needs to be a mix of summative and formative assessment both of which need to incorporate real life tasks where application of skills learned is demonstrated. Provided within this resource are „Speaking and Listening‟ ideas, useful as teaching and assessment materials. The provided activities are designed to be used across a range of curriculum areas thus allowing them to be integrated within the various curriculum domains. „Speaking and Listening‟ are not isolated skills, they are intertwined within all curriculum domains across all VELS levels. This resource provides the opportunity to have „Speaking and Listening‟ focused sessions within an existing classroom program. For instance, supplementing a „Speaking and Listening‟ task within the literacy block (e.g. during task board or developmental curriculum „investigation‟ time) allows „Speaking and Listening‟ to become an integral part of the students learning and therefore at the forefront of assessment and tracking. With the introduction of the Department of Education and Early Childhood‟s (DEECD), assessment in the Early Years, assessment of „Speaking and Listening‟ skills are taking a predominate role on school entry. Oral language is an integral part of children's early literacy development. The relationship between oral language, reading and writing is reciprocal. Teacher and student language for rubrics based on the descriptors are provided and can be used as both a learning focus and as an assessment tool for Speaking and Listening. (See appendix B) The assessment resource reports that assessment needs to be:
Assessment for Learning – where is the student at and what knowledge, skills and behaviours need to be taught next?
Assessment as Learning – where the student is given feedback and also has the chance to reflect on their own learning in order to guide future learning
Assessment of Learning – where what the student has learned is assessed in relation to standards.
The resources enable teachers to focus on each of these areas of assessment in their teaching of speaking and listening in the classroom.
The following activities, for the areas of Speaking and Listening have been designed to assist teachers in the delivery of the Speaking and Listening Curriculum. They aim to:
Initially assess where students are functioning relative to the standards – the checklist can be used to outline „where‟ students are at
Guide teaching and learning by providing rubric makers at each level for explicit instruction purposes with students. The rubrics can also be used as a means of tracking and monitoring for teachers – the lesson plans give concrete explanations and suggestions to guide explicit instruction
Provide appendices with further resources linked to Speaking and Listening tasks
Provide teachers with examples of tasks which can be used for assessment of Speaking and Listening utilising teacher and student rubric materials.
Many of the tasks can be used either in small group or whole class activities. For the sake of simplicity and in order that teachers can select activities to specifically target either listening or speaking skills, the activities in the flowchart have been allocated a picture symbol Identifying them as being primarily a listening activity a speaking activity or a combination.
The following examples for level one are the initial work of the Speech Pathology Team. We need your feedback in terms of the usefulness of this resource in the classroom so that we can modify these materials if need be and develop materials for levels two to six.
Please send your feedback to: firstname.lastname@example.org or
email@example.com. Thank you!!
with symbols: = listening =speaking
Listening to a story
Generating a story
Colouring a picture
Narrative Recount Description Procedure
Relevant descriptors Overview Listening to a story told or read aloud by an adult speaker provides the student with a valuable opportunity to learn how narrative texts are structured, and to make links between these structural aspects of narrative. For example, children learn the importance of character and plot development, and understand how the themes are woven through the text. They are also exposed to literate language and the „read aloud‟ tone of voice during this activity. Materials
Age appropriate text
Pen and paper
List of questions to ask students Activity Find an age appropriate text. Read the text to the students and then ask a series of questions based on the text to assess how well the students have comprehended the auditory information. Using a questioning framework such as the First Steps Oral Language „Questioning Clown‟ ask the students, „when, who, where, what, why‟ questions related to the text. For instance, “Who is the main character?”, “Where did the story take place” or “What happened at the end of the story?” Explicitly state that you will be looking for speaking and listening skills as chosen from the descriptors. What you choose to examine will depend on which area of S+L you are working on within the task. Using child-friendly language describe the task and expectations. Explicitly state the focus to the students using the statement „What I‟m looking for‟ or the acronym WILF. Having WILF visually represented within the classroom will ensure the targeted focus is maintained during the session. WILF ideas for this task may be: “What I‟m looking for is – the use of full sentences when you are answering a question”. Introduce new vocabulary – use words the students already know when introducing unfamiliar words or concepts – this allows students to „store‟ this new word in an easily accessible „vocab store‟. Use questioning techniques such as Bloom‟s Hierarchy or Blank‟s Questioning to generate discussion.
Use spoken language appropriately in a variety of classroom contexts
Answers simple questions for information and clarification
They listen to brief spoken texts that deal with familiar ideas and information
They produce brief spoken texts that deal with familiar ideas and information
Contribute relevant ideas during class or group discussion
They sequence main events and idea coherently in speech
Follow simple verbal instructions
Speak at an appropriate volume for listeners‟ needs
Speak at an appropriate pace for listeners‟ needs
Self-correct by rephrasing a statement or question when meaning is not clear
Aim for open ended questions that start with what the children already know and move to information that needs to be assimilated with prior learning. Feedback how the students are going and whe